Universities: Breaking Down Walls

Do colleges and universities engage to change to accommodate savants once excluded from the university? This is a prop mavenntful question that order of magnitude needs to know the decide to and the universities need to address. This is also a complicated question that has many facets that need to be addressed. Universities need to accommodate people with the impartingness to learn and become educated. The university cant think that the favour are the only people that deserve the pedagogics they offer the university has to think on a broader racing shell and include the once excluded.If this problem were encountered at from a financial standpoint, it would hurt the universities, but if this problem were looked at from a social standpoint, it would benefit society as a whole. Mike Rose is a commodious example of what can happen if the university put some faith in the under- permit student. The son of an Italian immigrant family, he was placed within the vocational school sy stem. Though placing him within the vocational school system was a mistake due to a clerical error, he played down to expectations beautifully.From those days within the vocational school system to the University of California, Los Angeles were he is now the Professor of Education is a huge testament to the power of training and w present it can take someone in life. Education surpasses all boundaries, and education takes someone as far or as high as they want to go, Mike Rose is a lustrous example of this. Mike Rose also mentions a key aspect of education, which is the support his professors throughout his college and/or entire educational experience.Without help, guidance, and support from your professors, the student, will at times more often than non will feel that education doesnt want to embrace your efforts, and that is why the support offered from your professors is such a spanking part of the education process. Rose also uses great vivid examples in his passage that per tain to the vastness of education and shows why it shouldnt be excluded from anyone willing to accept the challenge of receiving it. The idea of getting an education is the driving force behind anyone and everyone that gets an education.Take for example, Mike Roses uncle who came to America from Italy. He came here with nonhing, not veritable(a) an education, and he had to figh(literally) for everything he got, even his education. He was embarrassed in school for not understanding anything that was taught and not being able to read or write, but he overcame these adversities and eventually taught his acquire how to sign her name and helped her with everything that she needed from reading flyers to announcements of sales to legal documents. Finally, he took care of all the penning she needed done.This is just one of the many stories Rose used and I use it to show that if education and/or the university embraced Roses uncle in his endeavors instead of shunning him, then it wouldv e been a much easier diversity for him and a richer experience for him and the many others like him. This is an all to familiar place for the underprivileged, but there is a heartfelt story from a brilliant scholar and that person would be Bell maulers, who came from a brusque family that was high on values and family. Hooks decided early on that she wanted more for herself in the was of education, but knew it would be a difficult task to accomplish.When she left her scale in the South to employ her education at Stanford, her parents warned her of the traps and pressures out in the world, but she stood firm with her decision to go to California for schooling. When Hooks arrived at Stanford, she realized that there was a whole other world out there, a carriage from her home in the South. Hooks was tested many times throughout her college experience to change her values to that of the puritanic values that the university was pushing onto the student body.But Hooks maintained her values that her parents, family, and surroundings had instilled in her, and she move on to be an educator, not just an educator but also someone that cared about the students education. Hooks moved on from Stanford to Harvard and eventually started to lecture all over the country she even wrote books in a non-academic format so that people of all educational levels could read and understand her message. To look through her eyes the university appears to be a dismal, wrenched place that caters to an affluent, upper class, and white society.Also would you take discover that the university frowned upon black on black relationships and supported a powerful white-supremacist structure. The reason for this outlook is that through her experiences the universities pampered the privileged and didnt pay attention to the underprivileged. And when the university did let an a underprivileged person walk among them, the university would try to cast down that individual and have tem change thei r values to values that were more suited for the university.The aristocratic faculty of the universities would iron people to cut ties to your past and change your values, but all in all, thats not the office to accommodate the once excluded students thats a way to include them but reform them to the universitys way of thinking and to the values the university wants instilled in those individuals. To truly include the underprivileged the universities would have to let them be wanton free to think, free to criticize, and free to be themselves. The universities arent willing to do that foe the mere position that they lose their control over the student body.For the university to truly accommodate the once excluded the university would have to change not only its curriculum but also its view on people. It would have to look at a person as just that a person, not as this ones privileged and this ones not. Universities have to understand that a person willing to learn is a person co st educating. So in the end the answer to the question do colleges and universities need to accommodate the once excluded students the answer would have to be yes, if the once excluded student is willing to learn.